DEVELOPING LISTENING COMPREHENSION SKILL THROUGH METACOGNITIVE STRATEGY TRAINING IN TABLET-ASSISTED LEARNING ENVIRONMENT

Abstract

The aim of this study was to develop listening skills and metacognitive awareness of students learning English as a second language through metacognitive strategy training in tablet-assisted learning environment. The study included 35 students studying at a preparatory school at a private university in Ankara. The experimental and control groups were randomly generated and quantitative data collection tools were used. During the five-week metacognitive strategy training, 18 students in the experimental group were informed about the listening strategies and it was aimed to make the students aware of these strategies by using listening materials prepared for this purpose. In the control group, 17 students were provided with the same listening materials at the same time but they were not informed about the strategies. Listening comprehension pre and post-tests which were presented to the experts were used as data collection tool. In addition, Metacognitive Awareness Listening Questionnaire (MALQ) was used as a pre and post test to determine students' metacognitive awareness. The data obtained from listening comprehension and pre and post tests and Metacognitive Awareness Listening Questionnaire were analysed through SPSS program. As a result of the data analysis, it was found that strategy training had a significant effect on students' listening skills and metacognitive awareness development. The study showed that metacognitive strategy training can contribute to students' listening skills and increase their metacognitive awareness.